scholarly journals Junior high school mathematics teachers’ knowledge in calculators

2020 ◽  
Vol 5 (1) ◽  
pp. 80-93
Author(s):  
Isaac Bengre Taley ◽  
Matilda Sarpong Adusei
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Real Life ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
High School Mathematics Teachers

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

scholarly journals Improvement of Teacher Competency In Mathematics Olympiad Trainers For Junior High School Students in Madiun District

2019 ◽  
Author(s):  
Mohammad Tohir
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Practice Questions ◽  
High School Mathematics Teachers

The objective of this research is to describe the improvement of the competence of Olympic workshop participants in problem-solving of mathematics Olympiad for mathematics teachers of Junior High Schools in the Madiun Regency by using the qualitative descriptive approach. The subjects of this research were 66 participants of junior high school mathematics teachers workshop organized by Mathematics teachers in each junior high school or MGMP in collaboration with the Depatment of Education and Culture of Madiun Regency. The data collection were carried out with a written test in the description form consisting the results of pre-test, post-test, practice questions, presentations from each group and observation results during the workshop. The results indicated that the mathematics Olympiad workshop activities for Junior High School mathematics teachers in Madiun Regency could increase the understanding of workshop participants in solving mathematics Olympiad questions. This improvement could be seen from the answers of practice questions as well as from the presentations session whereas the teachers could clearly describe several topics such as an algebraic, number theory, geometry, combinatorics, and statistics. However, an advanced Olympics workshops are still needed to help the teachers of Junior High School mathematics Olympiad in Madiun Regency.

scholarly journals HAMBATAN GURU MATEMATIKA SEKOLAH MENENGAH PERTAMA DALAM MENERAPKAN KURIKULUM BARU

2016 ◽  
Vol 3 (3) ◽  
Author(s):  
Heri Retnawati
Keyword(s):  
High School ◽  
Focus Group ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Lesson Plan ◽  
School Mathematics ◽  
High School Mathematics ◽  
New Curriculum ◽  
High School Mathematics Teachers

Abstrak: Penelitian ini bertujuan mendeskripsikan hambatan guru matematika SMP dalam mengimplementasikan Kurikulum 2013. Penelitian ini merupakan penelitian deskriptif eksploratif dengan pendekatan kualitatif. Data dikumpulkan dengan teknik wawancara dan focus group discussion. Sumber data adalah 10 guru mata pelajaran matematika SMP di Provinsi Daerah Istimewa Yogyakarta. Analisis data dilakukan dengan mencari tema, kemudian menentukan hubungan antartema untuk memeroleh pemahaman. Hasil penelitian sebagai berikut. Pertama, pelatihan dan sosialisasi belum dapat memberikan pemahaman yang baik dan menyeluruh mengenai Kurikulum 2013. Kedua, guru kesulitan mengatur waktu pada perencanaan pembelajaran, merencanakan pembelajaran, merencanakan penilaian sikap, dan memilah pengetahuan dan keterampilan pada penyusunan instrumen penilaian. Ketiga, keterbatasan waktu dalam pelaksanaan pembelajaran, kesulitan berkaitan dengan perangkat pembelajaran, dan kesulitan mengaktifkan siswa. Keempat, sistem penilaian yang rumit dan perlu waktu yang lama untuk menyusun laporan. Kata Kunci: hambatan guru matematika SMP, implementasi kurikulum baru THE OBSTACLES OF JUNIOR HIGH SCHOOL MATHEMATICS TEACHERS IN IMPLEMENTING THE NEW CURRICULUM Abstract: The study was to describe the obstacles of junior high school mathematics teachers in implementing the new curriculum, namely Curriculum 2013, in most of junior high schools in Indonesia. The study was a descriptive explorative research by means of qualitative approach. The data were gathered by means of interviews and focus group discussions. The data source was 10 junior high school mathematics teachers in the Province of Yogyakarta Special Region, Indonesia. The data were analyzed by looking for the themes and finding the relationship among the themes in order to gain the proper understanding. The results of the study showed that the obstacles that the teachers were as follows. First, the socialization and training programs had not been able to provide good and through understanding of the new curriculum. Second, the teachers had difficulties in arranging the time for the lesson plan, the teaching plan, the attitude assessment plan and the categorization between the knowledge and the skills in the composition of assessment instrument. Third, the implementation of the lesson plan had limited time in addition to the difficulties in designing the teaching kits and in activating the students. Forth, the assessment system was intricated and time consuming especially in the reporting process. Keywords: obstacles of junior high school mathematics teachers, implementing new curriculum

scholarly journals High school mathematics teachers’ competence on the contents of a quantitative research paper

2021 ◽  
Vol 10 (4) ◽  
pp. 1202
Author(s):  
Lany D. Dullas ◽  
Samuel R. Soliven
Keyword(s):  
High School ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Quantitative Research ◽  
Junior High ◽  
Research Paper ◽  
School Mathematics ◽  
High School Mathematics ◽  
Validity And Reliability ◽  
High School Mathematics Teachers

<span>Competence in research is an attractive feature that should be established for all practitioners because specialists with training and expertise in research will recognize strategic thinking, interpretation, and synthesizing more easily. Hence, this study aimed to describe the knowledge competency among junior high school mathematics teachers on the research processes applied on the contents of the various sections of a quantitative research paper. The descriptive method of research has been used to characterize the knowledge competence of 108 junior high school teachers on the research processes. The study used the research skill test, which was a researcher-made instrument, consisting of 50 multiple choice items with four choices each. The instrument went through the process of validity and reliability analysis obtaining a good result of 0.81. This study revealed that they were “novice” or had achieved the learning level of competency on the research processes applied on the contents of the different parts of a quantitative research paper. More so, they identified that interpretation of statistical results was a challenging part of doing a research paper.</span>

Sound Off!: Why Do So Many Students Perform So Poorly in Higher-Level Mathematics

2003 ◽  
Vol 96 (2) ◽  
pp. 102-104
Author(s):  
Kathryn Risher
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Daily Basis ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Mathematics Courses ◽  
Do So ◽  
High School Mathematics Teachers

As high school mathematics teachers, my colleagues and I face this sad reality on a daily basis. After years of experience instructing teenagers in algebra, geometry, trigonometry, and calculus, we have recognized a number of forces that impede the success of high school students in higher-level mathematics courses. Many students and their parents either fail to recognize these forces or refuse to face them.

Junior High School Mathematics: Motivation vs. Monotony

1975 ◽  
Vol 68 (6) ◽  
pp. 479-485
Author(s):  
Max A. Sobel
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
Mathematics Motivation

Ten specific suggestions for motivating junior high school students to learn mathematics.

Astronomical Math

1999 ◽  
Vol 92 (9) ◽  
pp. 786-792
Author(s):  
Robert Ryden
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
School Mathematics ◽  
The Sun ◽  
The Moon ◽  
High School Mathematics ◽  
School Students ◽  
Orbital Periods ◽  
High School Mathematics Teachers

High school mathematics teachers are always looking for applications that are real and yet accessible to high school students. Astronomy has been little used in that respect, even though high school students can understand many of the problems of classical astronomy. Examples of such problems include the following: How did classical astronomers calculate the diameters and masses of Earth, the Moon, the Sun, and the planets? How did they calculate the distances to the Sun and Moon? How did they calculate the distances to the planets and their orbital periods? Many students are surprised to learn that most of these questions were first answered, often quite accurately, using mathematics that they can understand.

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